Top Five Posts of 2016

I’ve enjoyed seeing other bloggers catalogue their top posts of the year. Here are the five posts on that generated the most engagement in 2016. There’s lots of variety–activities, reflections, theory, and practice. I hope you (re)find something useful! Quirky Scripts–an Easy Way to Teach “Hard” Language A low-prep activity that keeps on giving […]

Position Statement: The Why & How of L1 Use

What is the role of students’ first language (L1) in a language classroom? This question is probably more controversial than the one about the use of the target language (TL), which I addressed in the last post. I’ve been asked several times in the last year to publicize my thoughts on L1 use in the classroom, and I finally have […]

Position Statement: The Why & How of TL Use

Not for the first time, the timing (and titling) of a post here is due to a powerful post by my friend and #TeamBlackBox colleague Sara-Elizabeth Cottrell. This week, Sara-Elizabeth helpfully complemented ACTFL’s position statement on target language (TL) use in the classroom with her own practical position statement, and encouraged other teachers to do […]

Use Can-Do Statements–just not like this.

The introduction to the NCSSFL-ACTFL Can-Do Statements, increasingly used in U.S. schools, features this helpful clarification: These Can-Do Statements describe the specific language tasks that learners are likely to perform at various levels of proficiency. (p. 2) What this means is that, if you tell me Kendra is an advanced speaker of Polish, I can reasonably infer, […]